scholarly journals Landscaping Locally: Fostering Stewardship with Real Science in High School Curricula

2008 ◽  
Vol 1 (2) ◽  
pp. 1-12
Author(s):  
Dennis J. Taylor ◽  
Mary Louise Holly ◽  
Sajit Zachariah
Keyword(s):  
High School ◽  
Real Science ◽  
School Curricula

Considerations Regarding Anthropology in High School Curricula

1961 ◽  
Vol 20 (3) ◽  
pp. 134-140 ◽  
Author(s):  
Anthony Leeds
Keyword(s):  
High School ◽  
Rice Paddy ◽  
The United States ◽  
Cultural Relativism ◽  
School Level ◽  
Western World ◽  
Total System ◽  
High School Level ◽  
Or Economics ◽  
School Curricula

Few courses in anthropology have been taught as such at the high school level in the United States. Nevertheless, both in high schools and in elementary schools, and more particularly in the private schools, information which the anthropologists consider their own special interest has been used. Thus, children may be taught information about the Eskimo, apparently the favorite culture to represent the non-Western world and almost undoubtedly the only primitive one existing in the curriculum-makers' Baedeker, although an occasional bow in made to the American plains or Southwest. Now and then, studies of the major Asian countries are made whose focus is cultural rather than properly geographical. Other cultures, ranging up to the most complex, ordinarily appear to be brought into a curriculum more as functions of the description of the locations inhabited by humans than as descriptions, informed by some conception as to the nature of culture, of the specific cultures themselves. In short, one may safely assert, I believe, that the students get some sense of the variations exhibited by societies but mostly as curiosa and oddities of peculiar peoples. They do not get a sense of the cultural necessities of variation and differences as these derive from the technological articulations with environment. Rather, variation and differences are presented as if they were more or less accidentally associated with particular kinds of geographic features. Children appear rarely to be taught that there is such a class of events as technologies which can systematically be studied like geography or economics. Rather, they become familiar only with technical activities which they see as scattered hither and yon rather planlessly on the earth's far-away surfaces, activities such as camel-herding here, rice-paddy planting there. Certainly they get no sense of the effects of technology as a formal determinant of social structure and as conditioners of ideologies; far less are they presented, or do they achieve, a notion of culture as a total system. Much less are they led to see culture as a system which operates by its own laws, which has its own distinguishing characteristics and process, and whose variants cannot be reduced to any known ultimate value hierarchy. Thus, by learning mere esoterica, they are prevented from learning the fundamental first step required of all anthropologists, the scientific and ethical principle of cultural relativism. Consequently, too, they are prevented from learning the kind of perspective on world, culture, and self which anthropology can afford.

Limited sun safety education in high school curricula: a pilot study and call to action

2020 ◽  
Author(s):  
Raghav Tripathi ◽  
Nina L. Tamashunas ◽  
Laura Xiang ◽  
Elanee Simmons ◽  
Rishabh S. Mazmudar ◽  
...  
Keyword(s):  
High School ◽  
Pilot Study ◽  
Safety Education ◽  
Sun Safety ◽  
Call To Action ◽  
School Curricula

scholarly journals Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

2018 ◽  
Vol 102 (3) ◽  
pp. 498-528 ◽  
Author(s):  
Casey R. Meehan ◽  
Brett L. M. Levy ◽  
Lauren Collet-Gildard
Keyword(s):  
Climate Change ◽  
High School ◽  
Global Climate Change ◽  
Global Climate ◽  
School Curricula

Report of the Committee on Individual Differences

1933 ◽  
Vol 26 (6) ◽  
pp. 350-365
Author(s):  
Raleigh Schorling
Keyword(s):  
High School ◽  
Individual Differences ◽  
Secondary School ◽  
Leisure Time ◽  
General Purpose ◽  
North Central Association ◽  
North Central ◽  
The North ◽  
School Curricula

Orientation. In 1926 the Committe on the Reorganization of Secondary School Curricula, of the North Central Association, appointed a subcommittee for mathematics. The general purpose of this committee concerned the enrichment of high school curricula. The committee attempted to list the specific objectives under the headings health, leisure time, social, and vocational.

How the High School Serves the Individual Student

1932 ◽  
Vol 25 (2) ◽  
pp. 74-75
Keyword(s):  
High School ◽  
High Schools ◽  
Individual Student ◽  
The Individual ◽  
School Curricula

What are our high schools doing for the boy or girl as individuals? Are the exceptional abilities or disabilities of John and Mary receiving more attention today as the result of a modified high school curricula, or does class teaching instead of individual teaching still predominate?

Measures for developing career orientation capacity for high school students

2020 ◽  
Vol 65 (7) ◽  
pp. 57-67
Author(s):  
Duyen Le Thi
Keyword(s):  
High School ◽  
High School Students ◽  
Career Counseling ◽  
Career Orientation ◽  
Career Experiences ◽  
School Students ◽  
School Curricula

The paper proposes measures to develop career-oriented competencies for high school students as following: building a process of developing career-oriented competencies; developing career-oriented competencies for students through organizing career experiences; developing career-oriented competencies for students through organizing career counseling and counseling; developing career-oriented competencies for high school students through a teaching organization that integrates career contents in school curricula. The proposed measures are consistent with the theoretical and practical basis for developing career-oriented competencies for high school students.

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